Tanzania is among Sub-Saharan African countries where teachers are conditioned by male-dominated values in their communities. This has been one of the factors perpetuating gender inequality in various levels of education. With the understanding that gender sensitive teaching aims at equally supporting the learning of male and female students, this disparity calls for the promotion and adoption of gender responsiveness teaching practices in higher learning institutions (HLIs) to correct gender bias in the learning process. The argument here is that the teaching and learning environment in higher learning institutions is not only gender-imbalanced but also it is not well known on whether instructors are aware of gender sensitive teaching techniques, and to what extent do they mainstream gender sensitive teaching practices in their daily teaching practises. Thus, this study had two objectives: (a) to assess the level of awareness in gender responsive pedagogy among university instructors; and (b) to determine the extent to which instructors practice gender responsive pedagogy methods in teaching. The study adopted a cross-section survey research design where the data were collected using a questionnaire from a random sample of 83 academic staff. The study adopted descriptive analysis using SPSS Computer Software to analyse the collected data. The findings show that members of academic staff have a partial awareness of gender sensitive teaching practices. Overall, the findings revealed the degree of gender sensitive pedagogical teaching practices to be very low. The paper recommends that universities should continue with awareness campaign and training workshops to academic staff through gender policy implementation committees